digital literacies webinar august2013
DESCRIPTION
Slides from a webinar on the findings and outcomes of the JISC Developing Digital Literacies (DDL) programmeTRANSCRIPT
Developing digital literaciesreview, reportback and prospects
Helen Beetham, ConsultantJISC Developing Digital Literacies programme
30 August 2013
Questions for today
• What has ‘digital literacy’ come to mean?• How is the digital literacy agenda changing
cultures and practices (in UK universities and colleges)?
• What can we still do with ‘digital literacy’ as an idea and as a long-term project?
Developing Digital Literacies programmeA two-year programme (2011-13) promoting and exploring coherent, inclusive and holistic institutional strategies and approaches for developing digital literacies in UK further and higher education
University of Greenwich University of the Arts LondonUniversity of Exeter Coleg Llandrillo
University of Plymouth University of Reading University of Bath University College London Oxford Brookes University Cardiff University Worcester College Institute of Education
Plus ten sector bodies: ALDinHE, ALT, AUA, HEDG, ODHE, SCAP, SCONUL, SDF, SEDA, Vitae
bit.ly/pHxQnS #jiscdiglit
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What has ‘digital literacy’ come to mean?
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What has ‘digital literacy’ come to mean?
• focus on access and skills
• institutional / business systems
• passed on from specialists to students
• computers as distinct objects of knowledge
• formally acquired, testable, standardised
• focus on practices and identities
• devices, apps and services in the hands of learners
• students developing hybrid practices of their own
• data, communications, techno-social practices (device-neutral)
• often informally acquired, emergent, differentiated, personal, piecemeal, reactive, adaptive...
What has ‘digital literacy’ come to mean?
• what parallel (educational, digital) agendashave emerged over the same time frame?
What has ‘digital literacy’ come to mean?
What has ‘digital literacy’ come to mean?
‘understanding of computer characteristics, capabilities and applications, as well as an ability
to implement this knowledge in the skillful and productive use of computer applications’ 1987
‣ functional access to hardware and software, networks and data
‣ acquired through training and practice
‣ requires regular extending and updating
‣ can be standardised and tested
‣ an entitlement: ‘one size (is available to) all’
What has ‘digital literacy’ come to mean?
What has ‘digital literacy’ come to mean?
‘the practices that underpin effectivelearning and scholarship in a digital age’ 2009
‣ meaningful in the context of academic disciplines (differentiated)
‣ an aspect of emerging identity
‣ require a confident but also a critical attitude to ICT
‣ creative/productive as well as critical/assimilative
‣ both formal and informal (and blur these boundaries)
‣ emerge in meaningful activities
Developing digital literacies: a model
Identity development
Situated practices
Skills development
Functional access
'I am...'
'I do...'
'I can...'
'I have...'
specialisedenhancement
generalentitlement
Beetham and Sharpe 2010
Digital literacy: the elements
Digital literacy: the turbulence
academic and professional learning
digital know-how
What has ‘digital literacy’ come to mean?
• in what ways is ‘digital literacy’ a mainstream agenda for your institution?
• in what ways is it a turbulent agenda?
What has ‘digital literacy’ achieved as an agenda?
RKTSMT
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development
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What has ‘digital literacy’ achieved as an agenda?
Ensured digital issues are on the agendain many locations and in new partnerships
careers
library
learning development
e-learningaccessibility
IT dept
studentunion
curriculum teams
Where is ‘digital literacy’ located in your institution?
vote1. library2. ICT/e-learning team3. distributed across several areas, well connected4. specialist digital literacy project or initiative5. nobody knows
What is your institution doing...
... to ensure digital literacy is on the agendain many locations?
... to develop partnerships and join up thinking?
What has ‘digital literacy’ achieved as an agenda?
New graduate attributes / aspirationsa digitally literate learner is flexibleand reflective, confident andcapable of selecting appropriate tools and software for effectivescholarship and research (L’pool)a confident, agile adopter of a range of technologies for personal,academic and professional use (Oxford Brookes University)
confident users of advanced technologies... exploiting the rich sources of connectivity digital working allows
(Wolverhampton University)to be effective global citizens and interact in a networked society
(Leeds Metropolitan University)
Does your university/college make any statements about how students will develop their digital capabilities, confidence, identity?
What is your institution doing?
New graduate attributes / aspirations
What has ‘digital literacy’ achieved as an agenda?Focus on technologies in the hands of learners• We have shown that personal devices/services can be used
effectively for educational ends (including in FE settings)
• ... but this requires infrastructure, know-how, clear policies, structured activities, model behaviours and more.
‘Bring your own device’??
• .Our evidence is there is some way to go in terms of infrastructure (e.g. device-neutral data environment, robust networks)
• And even further to go in terms of culture:
• communicating with staff/students about effective digital practice
• measures to minimise disadvantage
• curriculum change
• valuing and rewarding digital know-howin courses, departments, services
• Where is your institution up to?
What has ‘digital literacy’ achieved as an agenda?Digital identity work• Outside of the curriculum: employability, digital CV/portfolio
building, use of social media, embedded into co-curricular awards
• In the curriculum: progressing towards making aspects of learning more public, exploring professional identity
• For staff: digital and open scholarship, managing scholarly reputation
• For institutions: staff/student work and course materials as branding?
• Digital identity has been the best ‘hook’ for engaging individuals!
What has ‘digital literacy’ achieved as an agenda?Digital identity work
What is your institution doing..
... to recognise digital identity and reputation as key assets for students?
... to develop its own digital identity and brand (in collaboration with staff and students)?
What has ‘digital literacy’ achieved as an agenda?
Understanding how students develop digital know-how
What has ‘digital literacy’ achieved as an agenda?
• Students’ digital practices are contextualised in programmes of study: tutors and peers are important models and guides
• They are hybrid: institutional/personal, formal/informal, public/private
• Induction and structured progression for complex systems that support specialised (academic/professional) activities e.g. data analysis, reference management, institutional systems, design, GIS...
• Generic apps, services etc readily adopted but students need clear guidance on what is available, supported, recommended, allowed
• Opportunities for peer support e.g. groupwork, mentoring, student-authored resources (videos, animations, apps etc)
Understanding how students develop digital know-how
What is your institution doing...
... to support the ways students develop?
What has ‘digital literacy’ achieved as an agenda?
Students as change agents
What has ‘digital literacy’ achieved as an agenda?
• From aspiration to core activity, national network
• Variety of student roles emerging: researchers, ambassadors, designers/developers, representatives and champions
• Personal development - digital, organisational, personal and entrepreneurial skills
• Better solutions to problems thanks to direct user involvement
• More agile, innovative approach (‘university solutions are not cool’)
• No stake in status quo: able to ask questions and push for answers
• Cost effective: high commitment and output
Students as change agents
What is your institution doing...... to support students as change agents in learning/teaching?
www.hei-flyers.org/wordpress/
What has ‘digital literacy’ achieved as an agenda?
Curriculum change?
Curriculum change: the aspiration
• ICT/Computer Literacy: the ability to adopt, adapt and use digital devices, applications and services in pursuit of scholarly and educational goals.
• Information Literacy: the ability to find, interpret, evaluate, manipulate, share and record information, especially scholarly and educational information
• Media Literacy: the ability to critically read and creatively produce academic and professional communications in a range of media.
• Communication and Collaboration: the ability to participate in digital networks and working groups of scholarship, research and learning
• Learning Skills: the ability to study and learn effectively in technology-rich environments, formal and informal
• Digital scholarship: the ability to participate in emerging academic, professional and research practices that depend on digital systems
activities and resources: bit.ly/DLstaffdev
Curriculum change: the reality
• Many excellent examples from programmes of study
• Staff-student partnerships often effective
• More extensive use of digital technologies leads to more critical, discriminatory approach by students and better judgement
but
• Student digital know-how seen with more concern than excitement
• Innovators may be in under-valued positions and roles
• Staff have no time to innovate / students can be conservative
• Profound changes - borderless or flipped classroom, open and public pedagogies, student as producer - are highly challenging
Digital literacy: the turbulence...
academic and professional learning
digital know-how
Time for some discussion
What can we still do with ‘digital literacy’ as an idea and as a long-term project?
• As individuals developing in an intensively digital environment?
• As individuals and groups of people working in education (committed to enabling other people to thrive)?
• As organisations in need of (radical) change?
What can we still do with ‘digital literacy’ as an idea and as a long-term project?
• Tunde Varga-Atkins, University of Liverpool
• Marianne Sheppard, JISC Infonet
• Lindsay Jordan, University of the Arts, London
• Julian Prior, Southampton Solent University
Digital Literacies at ALT-C 2013
Extending CMALT to a range of staff groups11 Sept 1.45pm Gallery 2
Clive Young and Stefanie Anyadi (UCL)The Digital Department
Engaging with new e-learning change agents
Clive Young and Stefanie Anyadi (UCL)The Digital Department
Why it's not all about the learner: a sociomaterial account of students' digital literacy practices11 Sept 11.35am Main Theatre
Lesley Gourlay and Martin Oliver (IOE)Digital Literacy as a Postgraduate Attribute
Raising the profile of technology use amongst learners: Taking control of digital literacy development 10 Sept 3.00pm CS4
Stuart Redhead (Exeter)COLLABORATE
Some resources
• ALT newsletters and webinars
• JISC webinars
• Design studio bit.ly/JISCDDL